Education Commons^™

Uno Website Registrar Retroactive Credit, Uno Office Of The University Registrar

Student Learning

Students may be eligible to apply for Retraoctive Credit in English, Spanish, and French based on test scores in:

• English Placement / Proficiency Exam (EPPE)
• Advanced Placement
• Spanish and French Placement Exams

Successful completion of a specific upper level University of Nebraska Omaha course is also required. Credit is granted through the specific department:

• Department of English Retroactive Credit Information
• Department of Foreign languages Retroactive Credit Information

Please contact the specific deportment for more information

Uno Website Registrar Military Credit, Uno Office Of The University Registrar

Student Learning

Submit official transcripts to the University of Nebraska Omaha (UNO) to have military credit considered for evaluation:

• Army, Coast Guard, Navy and Marine service members, reservists, guard and veterans con request the Joint Services Transcript
• Air Force Active Duty, Guard and Reservists or retired or separated Air Force Members may request transcripts from the Community College of the Air Force.

Military Credit will be evaluated by your advisor in your individual college upon admission.

Uno Website Registrar Transfer Credit Policies And Procedures, Uno Office Of The University Registrar

Student Learning

The University of Nebraska Omaha (UNO) accepts transfer credits from other post-secondary institutions. See the policies and procedures below to make sure your credits will transfer.

Uno Website Registrar Transfer Articulation Guide, Uno Office Of The University Registrar

Student Learning

The Transfer Articulation Guide is a tool you con use to see how coursework from other colleges and universities typically transfers to the University of Nebraska Omaha (UNO). The information here is provided only as a guide and should be considered unofficial. Final determination of transfer credit acceptance is ultimately made by on academic advisor in your area of study.

Uno Website Registrar College Level Examination Program (Clep), Uno Office Of The University Registrar

Student Learning

The University of Nebraska Omaha (UNO) grants college credit for specific CLEP Exams with an acceptable score.

Uno Website Student Conduct Policies, University Of Nebraska At Omaha

Student Learning

The University of Nebraska at Omaha expects students to maintain standards of personal integrity that are in accordance with the goals of the institution This means that students are expected to assume responsibility for their actions; observe national, state, and local lows and University policies; and respect the rights and property of other people.

Uno Website-Gened Committee-Us Diversity, Uno General Education Assessment Committee

Student Learning

Courses in this category focus on significant cultural, economic, historical, political, and or sociological aspects of one or more underrepresented groups in the United States.

Diversity requirements, consisting of U.S. Diversity and Global Diversity coursework, comprise six hours of the general education curriculum. Students must complete three credit hours of coursework in U.S. Diversity, and three credit hours of coursework in Global Diversity to fulfill their diversity requirements.

Uno Website-Gened Committee-Natural And Physical Sciences, Uno General Education Assessment Committee

Student Learning

Understanding the nature of scientific inquiry and the operation of the natural, physical, and technological world is essential for making personal and public policy decisions.

To fulfill their distribution requirements, students must complete seven credit hours of coursework, representing at least two disciplines in this category, with at least one laboratory course. In addition, students must complete nine credit hours of coursework in Social Sciences, and nine credit hours in Humanities & Fine Arts towards their distribution requirements. Distribution requirements comprise 25 hours of the general education curriculum.

Uno Website-Gened Committee-Humanities And Fine Arts, Uno General Education Assessment Committee

Student Learning

The Humanities & Fine Arts courses seek to help students understand, analyze, and explore the human condition. Studying Humanities & Fine Arts contributes to personal growth and well-being, as well as to living in, and contributing to various communities.

To fulfill their distribution requirements, students must complete nine credit hours of coursework representing at least two disciplines in this category. In addition, students must complete nine credit hours of coursework in Social Sciences, and seven credit hours in Natural & Physical Sciences towards their distribution requirements. Distribution requirements comprise 25 hours of the general education curriculum.

Uno Website-Gened Committee-Social Sciences, Uno General Education Assessment Committee

Student Learning

Courses in this category will allow students to gain on understanding of the complex dynamics that make up the world, and in particularly the challenges, problems, and factors that lead to social stability and change. This understanding is essential for contributing to, and living in, a contemporary society.

To fulfill the distribution requirements, students must complete nine credit hours of coursework representing at least two disciplines in this category. In addition, students must complete nine credit hours of coursework in Humanities & Fine Arts, and seven credit hours in Natural & Physical Sciences towards their distribution requirements. Distribution requirements comprise …

Uno Website-Gened Committee-Public Speaking, Uno General Education Assessment Committee

Student Learning

The goal of the public speaking requirement is to help students acquire the knowledge and skills needed for effective oral communication m their academic career or community life.

Fundamental academic skills, consisting of Public Speaking, English & Writing, and Mathematics coursework, comprise 15 hours of your general education requirements Students must complete three credit hours of Public Speaking coursework.

Uno Website-Gened Committee-Global Diversity, Uno General Education Assessment Committee

Student Learning

Courses in this category focus on significant cultural, economic, geographical, historical, political, and/ or sociological aspects of one or more countries or (indigenous) notions, and may include a comparative analysis to the United States.

Diversity requirements, consisting of Global Diversity and U.S. Diversity coursework. comprise six hours of the general education curriculum. Students must complete three credit hours of coursework in Global Diversity, and three credit hours of coursework in US Diversity to fulfill their diversity requirements.

Uno Website-Gened Committee-Mathematics, Uno General Education Assessment Committee

Student Learning

Algebra is a foundational branch of mathematics that involves operations and relations, and which emphasizes the process of formulating, solving, interpreting, and applying equations of many different types to solve many different real-world problems, using systems of abstract symbols. It is a branch of mathematics with significant applications across a wide variety of disciplines.

Fundamental academic skills, consisting of Mathematics, English & Writing, and Public Speaking coursework, comprise 15 hours of the general education requirements. Students must complete three credit hours of Mathematics coursework.

Uno Website-Gened Committee-English And Writing, Uno General Education Assessment Committee

Student Learning

The work of the university is to construct and share knowledge. Because this work is done largely by means of the written word, it is important for students to gain control over written language Proficiency in reading, research, and written expression is essential for professional success and effective citizenship.

Fundamental academic skills, consisting of English & Writing, Public Speaking and Mathematics coursework, comprise 15 hours of your general education requirements. Students must complete nine credit hours of English & Writing coursework.

The nine credit hours include English 1150 and English 1160 (students may test out of one or both courses), …

General Education Committee, Uno General Education Assessment Committee

Student Learning

In Spring 2010, the faculty created a University General Education Committee consisting of one representative from each college. The representative is determined by the college. The committee was created to ensure UNO's general education program is student-centered, aligned with specific Student learning Outcomes, and assessable.

The University General Education Committee is responsible for (1) establishing the definition, criteria, and learning outcomes for each university general education area; (2) reviewing syllabi and approving courses used to satisfy university general education requirements; and (3) facilitating on-going review, assessment, and modification of the university general education curriculum.

Deborah Smith-Howell, Associate Vice Chancellor for …

Uno Academic Program Review - A Guide To The Review Process, University Of Nebraska At Omaha

Student Learning

Internal program reviews are conducted by the Academic Planning Council (APC) and are an integral part of UNO’s assessment and planning processes for the unit, college, and University. The review process is designed to monitor the quality and assist in the ongoing development of UNO’s academic programs and units.

Every academic program offered at UNO will be reviewed at least once within a seven-year cycle. The reviews are conducted routinely and are coordinated with the review reports prepared for the Coordinating Commission for Postsecondary Education (CCPE).

For programs with external accreditation the UNO review process may be coordinated to minimize …

Accrediting Processes And Institutional Effectiveness At A California Community College, Ruby Sodhi

Walden Dissertations and Doctoral Studies

The implementation of the Accrediting Commission for Community and Junior Colleges' (ACCJC) 2002 Accreditation Standards significantly increased the number of sanctions on California community colleges resulting in a debate regarding the interpretation and application of the standards. This study examined the perceptions at a community college regarding compliance and the application of ACCJC's 2002 Standard IB on institutional effectiveness as defined by the Commission. This qualitative, exploratory case study used Etzioni's 2 constructs' organizational compliance and organizational effectiveness' as the conceptual framework. Data were collected from a focus group and interviews with 12 participants with experience in accreditation as well …

Taylor University Graduate Catalog 2016-17, Taylor University

Graduate Catalogs

The 2016-2017 graduate catalog of Taylor University in Upland, Indiana.

Three Key Conditions To Revitialise An Eportfolio Program In Response To Increasing Regulation Of Teacher Education, John Leslie Kertesz

Australian Journal of Teacher Education

This paper describes a study undertaken within the education faculty of a mid-sized university in response to the recommendations of the Teacher Education Ministerial Advisory Group (TEMAG) (2014) that initial teacher education (ITE) graduates emerge with an evidence-based professional standards-focused portfolio of teaching competency. In concluding that current teacher educator usage of, and attitudes to, ePortfolios limit the capacity of this particular faculty to respond to this challenge, the paper proposes three critical conditions to revitalise a stalled ePortfolio program and prepare for an increasingly demanding future. In sharing this experience, the paper seeks to support discussion of how teacher …

Relationship Of Institutional Characteristics To Cacrep Accreditation Of Doctoral Counselor Education Programs, Ronnie Louis Pace Jr

Walden Dissertations and Doctoral Studies

There is a lack of accredited doctoral-level counselor education and supervision (CES) programs available to meet the documented and growing need for more qualified and competent professional counselors. The problem addressed via this study is the shortage of trained doctoral-level counselors and counselor faculty to train other counselors due to the lack of accredited doctoral-level CES programs. The purpose of this study was to better understand the factors that may influence or predict an institution's decision to pursue Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation in order to increase the number of programs that pursue specialized …

Evaluation Of The Relationship Between Clubhouse Organizational Structure And Employee Motivational Variables Of Job Satisfaction, Organizational Commitment And Perceived Task Significance, Meghan Elizabeth Pace-Slot

Wayne State University Dissertations

The current study evaluated the role of clubhouse accreditation status on staff motivational variables of job satisfaction, organizational commitment and perceived task significance. In addition, of interest was the degree to which accreditation status predicted staff perception of clubhouse climate. Participants included 98 clubhouse employees (63 staff from Clubhouse International Accredited clubhouses and 35 from non-accredited clubhouses) from a variety of clubhouses across the United States. Results suggest that self-reported job satisfaction differs across accredited and non-accredited clubhouses, dependent upon the type of licensure staff have obtained. Organizational and individual level implications are explored with regard to better understanding employee …

Regulation Through Accreditation In Argentine Graduate Education : Regulatory Actions And Organizational Responses, Dante Javier Salto

Legacy Theses & Dissertations (2009 - 2024)

Most countries, developing as well as developed, have adopted some type of quality assurance mechanism. Argentina is neither an island nor an outlier in higher education reforms in general, and it not when it comes to graduate program accreditation in particular. This study explores the way higher education institutions, as examples of autonomous organizations, respond to a new set of regulatory policies. My specific core interest is to discover what types of responses graduate programs give to compulsory accreditation. The study incorporates analysis from the regulatory and the higher education literature, theories and findings.